Gender Dynamics in the Workplace

• Gender defines individual and shared expectations of what being a man or woman entails.
• Workplace gender differences include both quantitative (amount of work and pay) and qualitative (type of work) variations.

Quantitative Differences

• There are four main differences that define the working lives of men and women.
• More men hold paid jobs or earn an income.
• Men tend to continue working throughout life with little impact from family situations.
• Married women and mothers are more likely to stop working or reduce hours.
• Men work longer hours on average, typically full-time, while women, especially with children, work part-time more often.
• Women earn less, partially due to their prevalence in lower-paying sectors.
• Even in the same job, a pay disparity can exist.

Qualitative Differences

• These differences relate to the types of jobs men and women hold.
• Men and women often work in different occupations.
• Healthcare, social services, education, public administration, and retail are fields with more women.
• Technician, engineer, finance professional or management roles are more often occupied by men.
• Job level varies by gender, percentage of women decreases with organizational level.
• Called the 'glass ceiling', a metaphor is used for the invisible barrier preventing women from reaching top organizational levels.

Stereotyping Men, Women and Jobs

• Gender stereotypes create expectations about typical characteristics and behaviors of men and women.
• Each person holds their own gendered stereotypes.
• Gender stereotypes are largely shared within a certain culture, and even globally.
• Feminine stereotypes include kindness, emotionality, and helpfulness.
• Masculine stereotypes include aggressiveness, decisiveness, and independence.
• Feminine and masculine stereotypes can be labeled as communal and agentic, or expressive and instrumental, respectively.
• Gender stereotypes dictate expected behaviors and situations.
• Men are associated with public spaces, and women at home.
• Gender stereotypes extend to occupations.
• Construction work is considered masculine, and nursing is considered feminine.
• Job level is also gendered.
• It's expected that successful leaders have masculine characteristics, and women are not expected to be managers or leaders.
• Gender stereotypes are both descriptive (how we see men/women) and prescriptive (how they should behave).
• The dual nature of gender stereotypes can lead to bias in decision-making.
• Description-based bias occurs when stereotypes suggest a woman lacks necessary masculine qualities.
• Can be seen as too emotional to be a manager.
• Prescriptive bias occurs when someone acts against gender stereotypes.
• A woman who is self-promoting is considered not nice, which can affect chances of hiring.
• Tests have shown men score higher on agentic traits like assertiveness.
• Women score higher on communal traits such as consideration.
• Most personality attributes however, show negligible differences .
• Bias can occur when expectations about average men or women are applied to individuals.
• Stereotypes limit choices and decisions, such as career choices, hiring, and promotions.

Women's Choices in Jobs and Careers

• Interests are shaped by capacities, traits, and experiences.
• Men have a slight edge in mathematical and visual-spatial tasks.
• The fact that more men are in technical roles cannot be traced back to minor abilities differences.
• Women score higher on verbal tasks, that cannot explain the number of humanities and social sciences graduates.
• Differences in motivations may provide a better explanation for which genders take which career path.
• Lent, Brown and Hackett (1994) suggest that vocational interests are determined by belief in self-efficacy and outcome expectancies.

Self-Efficacy

• Judgements are task-specific with regards to capability to achieve a certain level of performance.
• People may excel at one task but struggle with another.
• Differences start at a young age.
• When 7-11 years old, girls rate their math competence lower, despite there being no real differences in accomplishments.
• Links most strongly to gender-stereotypical jobs and tasks.
• Beliefs of competence is relatively stable and generalized.
• On average, women have negative beliefs about themselves.
• Challenging (pre-)occupational experiences have significant influence on career and success.
• In cases of unusual problems to solve or risky decisions to make.
• Men and women show similar preferences in challenging tasks when not assessed.
• However, women refrain from performing challenging tasks more.
• When paired with a man, women end with lower demanding tasks despite equal interest.
• Women tend to avoid failure.
• Women focus on doing tasks they can easily capable of.
• Men focus on new task and advancement.
• Challenging tasks result in career promotion.

Outcome Expectancies

• These are beliefs about consequences for performing particular behaviors.
• Young women expect more career barriers.
• Having children/family life is often considered.
• Women are influenced by gender sterotypes of occupational and job roles, like transition to university.
• As girls get older. they become more aware of general gender stereotypes.
• Careers like in mathematics at school may be something but have decided against it now.

Selection

• Gender stereotypes affect selection decisions in several ways like gender typing of jobs.
• Recruiters have stereotypical views on the characteristics and qualities of men and women.
• Prototypes of the ideal job candidate is developed by recruiter.
• Gender typing of people involves applying gender stereotypic characteristics and qualities to individual candidates.
• Gender typing of jobs has the gendered expectations associated with the 'typical' sex of the job.
• If a candidate doesn't have the desired characteristics, likely selection is reduced.
• There is trait-matching in selection decisions based on these stereotypes.
• Selection decisions depend on verbal and non-verbal behaviors.
• As men and women behave differently, stereotyped personality impressions affect selection.
• Gender bias is obvious if a feminine person applies to masculine job.
• Female applicant is reduces is applicant made feminine impression.
• Masculine/Feminine impression not influence selection decisions.
• Double standards in personality traits can lead to one needing to be correct, and the other has a greater leeway

Gender Typing of Jobs

• Sex-matching models suggest gender typing occurs with typical incumbent's sex.
• Sex-matching models suggest successful incumbent also can be assigned sex based
• Images of men and trucks are synonymous
• Women applying for male-dominated roles get less future success images than others.

Explaining the Glass Ceiling

• Studies are gender typing leadership.
• Different perspectives are gender differences.
• Emergent leadership is relevant.

Gender Typing of Leadership and Management

• Think manager, think male.
• Male associated characteristics of manager higher versus females.
• People ascribe masculine traits to managers even when in description task.
• Female leaders lead lesser, less popular than males, for traits like like leadership.
• There is a lack of fit as women are judged as leadership as feminine.
• Image of masculinity in management is shifting to femininity.
• Collaboration and emotion now valued for ability to support employees, intuition, and collaborative style.
• Sensitivity is correlated with women leaders.

Gender Differences in Leadership Style

• Men and Women styles have high scientific debate.
• Two dimensional modeling and task oriented have distinguished roles, interpersonal and social standards.
• Interpersonal style include helping and doing favors.
• It suggests women more interpersonally based.
• More recent show women are more democratic and partcipative.
• Men are are most autocratic with their decisions.
• Women use transformational vs transactional.
• Women are better generally.

Women are better leaders

• Mixed results on genders effective performance in leading.
• Military and government sectors are impacted by their gender.
• Gender terms of support support that fare better in management, when in less masculine organizations.

Emergent Leadership

• Before leading requires leadership qualities.

• Due to stereotypes, women do not rise to top.

• Violated if they act or leadership as seen as negative to dominant.

• If they used dominant language, their influence in group declines.

• Competent, assertive women are not acknowledged as effective leaders when compared with men.

• Group consideration results in dimished value and non acceptance.

• Success is to different attributes

• The role in group makes its different amongst each other. Successful in different attribute categories for genders

• Effort and luck result in luck and results

• Man had failures are luck while womens failures is just incompetence.

• Women present lower to remain feminine.

• Can be easier after they demonstrate

• While Women did good, that does not means she has had an extra effort this time, but that does not mean she has next time.

• Women not be seen or had qualities. May show less competence to seem feminine.

• Womens not like to compete while men are more competitive.

• Gender in competitiveness explains gender gap in competitive organizations

Explore gender dynamics in the modern workplace, focusing on qualitative differences, stereotypes, and career advancement. Examples include pay gaps, leadership representation, and the impact of gender stereotypes on hiring practices. Understand the challenges and potential solutions for gender equality.